MISD Bilingual/ESL Department SIOP Comprehensible Input

How have we been doing? Lesson Preparation Building Background

Objectives Content Language Participants will evaluate the significance of intentionally infusing comprehensible input strategies into their lessons. Language Participants will write a reflection on the progress of their implementation of the components covered thus far.

Comprehensible Input Video SIOP Component 3 Comprehensible Input Video

Think About It… Just because the students can’t speak English proficiently … doesn’t mean they can’t think! read English… After video, have participants discuss with their “west” learning partners- What type of strategies did you notice in the lesson that you just observed? (modeling, visuals, hands-on activities, demonstrations, gestures, body language etc… Why are these strategies important when teaching ELL? Have each pair share some of their ideas.

Language is mostly acquired when: Lessons are interesting and relevant Instruction follows natural language patterns Input is provided in sufficient quantity The message is clear so the learner can understand There is appropriate monitoring of errors, since overcorrection increases student anxiety.

Language Acquisition Teachers need to make content comprehensible based on the English Language acquisition level of each student. Stages of Language Acquisition- Beginner Intermediate Advanced Advanced High (same level as native speakers)

Food for Thought…. It is critical that students know what is expected and that step by step instructions are written for students to see and use. Many students will begin to disengage or misbehave because they are not certain what they are expected to do.

Low SES Students Research shows that consistency and an orderly, predictable classroom environment create a safe setting for our low SES students. Feeling safe at school increases productivity, comprehension, language acquisition, and test scores.

Rate of Speech In focus group research, middle school students reported that teachers talked too fast and they couldn’t understand the directions. Lack of clear explanation – due to teachers’ impatience, speaking too fast, or poor instructions – was consistently cited as a problem by English Learners. Variety of techniques to make the content comprehensible….

Techniques What do you already do in your classroom to help students understand what you are saying? Use gestures Use body language Use pictures Use realia MODEL, MODEL, MODEL Preview materials Allow for alternate forms of expressing their understanding of info & concepts

Techniques cont. Multimedia Technology Repeated exposure to words, concepts, skills Be succinct Graphic organizers

Assumptions What are some assumptions textbooks makes about English Learners, their backgrounds, language proficiency and abilities? In pairs, create a chart showing the assumptions you feel your specific textbooks make. Discuss whole group

Comprehensible Input Video Segment Discuss questions

Continuum of Strategies Type of Strategy Teacher- Centered Student- Centered p. 83-85 TC: lecture, direct instruction, demonstration, recitation TA: drill and practice, discovery learning, brainstorming, discussion PA: role playing, peer tutoring, reciprocal teaching, cooperative learning SC: Rehearsal strategies (repeated readings, selective underlining, two-column notes), elaboration strategies (mental imagery, creating analogies), organizational strategies (clustering, graphic organizers, outlining) Teacher- Assisted Peer- Assisted

Scaffolding Verbal scaffolding Paraphrasing Using “think-alouds” Reinforcing contextual definitions Procedural scaffolding Practice with others One on one teaching Small group instruction Partnering or grouping with more experienced ones Before revealing slide, have students meet with their “south” learning partner and define scaffolding. Share a couple of definitions with the whole group. Scaffolding….beginning at current level of student understanding and moving towards higher levels through tailored support (one way to do this by adjusting speech (paraphrase, give examples, provide analogies) another way is to adjust task so they become incrementally more difficult))

Verbal scaffolding Examples of verbal scaffolding include paraphrasing, repetition of key points, summarizing, and using think-alouds. When the verbal is paired with the nonverbal in the form of facial expressions, gestures, picture, charts, graphs, maps, or realia, this strategy is particularly effective. Using a variety of visual aides and teaching to all learning styles are the most effective approaches.

Think-Alouds What is a think-aloud? When teacher’s think-aloud - they are providing mental models for comprehension of content text. Mental modeling gives students an insight into how good readers make sense of text. It allows students to see options that are available to them and how good readers decide what to do. It also helps students understand the complexities of reading and that it is an ongoing thinking process. Briefly show teachers the 4 pages (Think-Alouds, Steps of Planning a Think Aloud, Strategies Used by Good Readers, Instructional Focus Planning Sheet). Explain that these pages will help them plan and use think-alouds in their classroom.

Outcomes of the Think-Aloud Approach Students change their view of reading. They realize that reading is a purposeful activity. They are more involved in actively building their comprehension. Verbalization skills increase. More opportunities for cooperative learning. Students become more independent readers

Strategies Strategies are typically taught at a young age (not always true for our ESL students) Teach the strategy using a text that is 2-4 reading levels below the students’ reading levels They are practiced throughout their school careers Provide ample opportunities for students to use and practice strategies Consistently use the scaffolding techniques throughout the lesson A variety of question types used* *Refer to Bloom’s Taxonomy Refer participants to handouts for Bloom’s.

Using Analogies for Teaching Simple presentation of concepts help students to make connections with new knowledge. An analogy allows students to form a mental model of concepts to be learned based on what they are already familiar with, then transposing it to new knowledge. This process is called mapping. An analogy works best when the concept is new Make sure the students understand the analogy Explain the specific similarities Be aware of misconceptions the analogy may leave

Manipulatives and Experiments Manipulatives are concrete objects that are used to demonstrate learning concepts and to enhance the meaning of presented information. Students have the opportunity to hear, see, and touch manipulatives to promote the learning process and language acquisition. Realia, or real objects, are the best manipulatives to make learning concrete.

Casual vs. Academic Casual Academic mistake speed underground tarriff Encounter friendly Smell Peers elect

Definition in student friendly terms Word Study Verbal-Visual Word Association Vocabulary Term Personal Association Definition in student friendly terms Relevant non-example

Rule Ruler Ruling Ruled Word Analysis Rule Ruler Ruling Ruled

___________Target Word Bull’s Eye ___________Clue #1 ___________Clue #2 ___________Clue #3 ___________Clue #4 ___________Target Word

Pictionary…sort of! Pick a word the class is working on As you (or the student) draw the picture for the word…TALK your way through the picture, explain the picture as you talk Easier for ESL students to guess when they hear familiar words in context Even low level students can find something to say about the picture as they draw

Homework Assignment Make input comprehensible!!! Bring examples of how you are doing this in your lessons. Pictures or video would be greatly appreciated! First fifteen minutes of our next meeting will be devoted to sharing with the class. Next Meeting: ? Email us any time if you need additional support, have questions, or need advice – amcadams@mckinneyisd.net – Annette McAdams, Dowell tkelman@mckinneyisd.net – Tina Kelman, Faubion srhykerd@mckinneyisd.net – Sonia Rhykerd